Spelling and reading go hand-in-hand. If a student is able to spell a word, they are more than likely able to read the word. If a student is exposed to a written word enough, they can most likely spell the word. A print-rich classroom is an easy way to expose students to many different words, which can help go a long way in their spelling. As the student learns and sees more words, they will become more familiar with spelling and become able to spell and sound out more difficult words. Being able to identify syllables in a word helps the student to be able to sound out and pronounce words. Syllable conventions familiarize sounds and therefore become an important tool in students expanding vocabulary. Language rich and print rich environments get students used to seeing words on a daily basis. The more expose a student has to words, the easier recognizing the same or similar words outside of the classroom becomes. The spelling of prefixes, root words, and affixes is crucial for students learning to read. Knowing slight differences in these tools can make all the difference in the words meaning,
Assignment:
- Objective: Students will be able to identify and use 5 vocabulary words of poetry with 100% accuracy working with a print rich environment.
- Introduction: First, students will notice I have labeled the whole room. Underneath each label I provided a list of words that compliment it using literary terms. (Example: “Lock” could pair with “long” for either alliteration or assonance literary terms)
- Model: I go over the definition of each literary term and give an example written up on the board. Students will copy down the definition and example.
- Guided practice: Next, I will give each student five different sentences, each applying one of the five literary terms. They will identify each sentence by placing them in a basket labeled with the their literary term. After all the sentences have been sorted, I will read each one out loud and review with the class if it had been placed in the right basket.
- Independent practice: For homework the students will be given a worksheet complete with matching definitions and examples, and completing fill in the blank sentences. Students will be able to have fun with the fill in the blank sections as they get to pick their own words to complete the sentences and making them apply to each term’s definition. For example:
Fill in the blank to make this an alliteration sentence:
Little lions _ and while _ all day long.
Phonics in Informal and Academic Language
Spelling and reading go hand-in-hand. If a student is able to spell a word, they are more than likely able to read the word. If a student is exposed to a written word enough, they can most likely spell the word. A print-rich classroom is an easy way to expose students to many different words, which can help go a long way in their spelling. As the student learns and sees more words, they will become more familiar with spelling and become able to spell and sound out more difficult words. Being able to identify syllables in a word helps the student to be able to sound out and pronounce words. Syllable conventions familiarize sounds and therefore become an important tool in students expanding vocabulary. Language rich and print rich environments get students used to seeing words on a daily basis. The more expose a student has to words, the easier recognizing the same or similar words outside of the classroom becomes. The spelling of prefixes, root words, and affixes is crucial for students learning to read. Knowing slight differences in these tools can make all the difference in the words meaning,
Assignment:
- Objective: Students will be able to identify and use 5 vocabulary words of poetry with 100% accuracy working with a print rich environment.
- Introduction: First, students will notice I have labeled the whole room. Underneath each label I provided a list of words that compliment it using literary terms. (Example: “Lock” could pair with “long” for either alliteration or assonance literary terms)
- Model: I go over the definition of each literary term and give an example written up on the board. Students will copy down the definition and example.
- Guided practice: Next, I will give each student five different sentences, each applying one of the five literary terms. They will identify each sentence by placing them in a basket labeled with the their literary term. After all the sentences have been sorted, I will read each one out loud and review with the class if it had been placed in the right basket.
- Independent practice: For homework the students will be given a worksheet complete with matching definitions and examples, and completing fill in the blank sentences. Students will be able to have fun with the fill in the blank sections as they get to pick their own words to complete the sentences and making them apply to each term’s definition. For example:
Fill in the blank to make this an alliteration sentence:
Little lions _ and while _ all day long.